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Effects of Cues of Goal Orientation on Self-regulated Behavior
the cues of goal orientation
The cues of goal orientation enhance intrinsic and extrinsic motivation, and students need high motivation to promote their self-regulated learning on web-based learning. The purpose of this study was to examine the influence on learning effects and difference of self-regulated behavior, including numerous reading times, testing times, testing time and the highest score, when students studied reading on Moodle through different cues of goal orientation such as mastery goal orientation, performance goal orientation and non-goal orientation. The study can be reference for promoting students’ self-regulated behavior and reading ability. A nonequivalent pretest-posttest group design was used with 657 participants of three classes of the sixth grade at an elementary school in Taipei City. After the experiment, data analysis was adopted one-way ANOVA and ANCOVA. There were three conclusions as follows. 1. The cue of mastery goal orientation had significant influences on numerous reading times and testing time for elementary school students. 2. The cue of performance goal orientation had significant influences on numerous testing times, testing time and the highest score for elementary school students; these slight increases indicated that they were willing to promote their self-regulated learning. 3. The cues of mastery and performance goal orientation had significant effects on reading ability for elementary school students.
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